After the 5-year period of disruption on U.S. campuses, administrators must work at winning back public support of higher education. (HS)

Today's students, more than students of any other period, are determined to have a say in the decision making process in their schools. (CK)

School administrators must force students into recognition of the fact that peaceful discussion of grievances will lead to greater gains for everyone involved with the schools than will violence and demonstrations. (CK)

Discusses the relation between educational and political components of contemporary student rebellion, and indicates how curriculum workers are to respond to the potentially revolutionary situation in our schools. (DE)

Cites personal experiences involving racism, and implores counselors to teach attitudes by example, not exhoratation. (CJ)

Three categories of legal issues, protected activity, substantive due process and procedural due process, are examined in relation to their ramifications to colleges. The author sees a decrease in litigation as universities deal with the problems of discipline and formulate rules based on a distinction between dissent and disruption. (Author/CG)

This is the report from a national sample of institutions for basic facts on campus unrest during the last academic year. (Editor/HS)

Court decisions favoring students over school districts are discussed. (CK)

Excerpts of testimony by the author before the Senate Subcommittee on Indian Education hearings, February-March, 1969. The education system, culturally biased toward whites, is discussed, as well as proposals for greater Indian control of education. (DM)

A satirical recounting of events at a strife-torn college during 1970-71. (RD)

Concentration on narrow subject areas at the expense of all other activities develops a disintegrated and discontented student. (CK)